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The increasing importance and proliferation of text data provide a unique opportunity and novel lens to study human communication across a myriad of business and marketing applications. For example, consumers compare and review products online, individuals interact with their voice assistants to search, shop, and express their needs, investors seek to extract signals from firms' press releases to improve their investment decisions, and firms analyze sales call transcripts to increase customer satisfaction and conversions. However, extracting meaningful information from unstructured text data is a nontrivial task. In this chapter, we review established natural language processing (NLP) methods for traditional tasks (e.g., LDA for topic modeling and lexicons for sentiment analysis and writing style extraction) and provide an outlook into the future of NLP in marketing, covering recent embedding-based approaches, pretrained language models, and transfer learning for novel tasks such as automated text generation and multi-modal representation learning. These emerging approaches allow the field to improve its ability to perform certain tasks that we have been using for more than a decade (e.g., text classification). But more importantly, they unlock entirely new types of tasks that bring about novel research opportunities (e.g., text summarization, and generative question answering). We conclude with a roadmap and research agenda for promising NLP applications in marketing and provide supplementary code examples to help interested scholars to explore opportunities related to NLP in marketing.

By reducing the real value of nominally fixed tax band limits, deductions and tax credits, inflation can lead to higher real tax burdens (“fiscal drag”). The traditional view is that this reduces aggregate demand and thus acts as an automatic stabiliser. Yet, this familiar reasoning ignores the supply side and, in particular, possible effects of higher tax burdens on labour costs. Recent work on imperfect labour markets has shown that such effects can indeed arise as employees are able to bargain for higher wages that partly compensate for tax increases. In this case, the resulting upwards pressure on real labour costs can be inflationary. To illustrate this mechanism, this article analyses labour tax burdens in four European countries and how they are altered if tax systems are not adjusted for inflation. This is then combined with available results on the effects of tax changes on wages in imperfect labour markets. The results suggest that, in an unadjusted tax system, inflation can produce a moderate upward pressure on wages. It is argued, however, that more detailed empirical work on the role of taxes in the wage-setting process is needed as existing work ignores the substantial heterogeneity of workers and the tax rates they face.

Political risk is a complex phenomenon. This complexity has incentivized scholars to take a piecemeal approach to understanding it. Nearly all scholarship has targeted a single type of political risk (expropriation) and, within this risk, a single type of firm (MNCs) and a single type of strategic mechanism through which that risk may be mitigated (entry mode). Yet “political risk” is actually a collection of multiple distinct risks that affect the full spectrum of foreign firms, and these firms vary widely in their capabilities for resisting and evading these risks. We offer a unified theoretical model that can simultaneously analyze: the three main types of political risk (war, expropriation, and transfer restrictions); the universe of private foreign investors (direct investors, portfolio equity investors, portfolio debt investors, and commercial banks); heterogeneity in government constraints; and the three most relevant strategic capabilities (information, exit, and resistance). We leverage the variance among foreign investors to identify effective firm strategies to manage political risk. By employing a simultaneous and unified model of political risk, we also find counterintuitive insights on the way governments trade off between risks and how investors use other investors as risk shields.

Youth political engagement is often ignored and downplayed by adults, who often embrace a youth deficit model. The youth deficit model downplays the voices and unique experiences of youth in favor of adult-led and adult-centered experiences. Like other historical deficit models, the youth deficit model also provides permission to adults to speak for or about youth, even when not asked to speak for them. We refer to this powerful construction of youth interests by adults as mediation. Fortunately, online advocacy could offer an unmediated route to political engagement for youth as digital natives. Using a unique dataset, we investigate whether online protest spaces offer an unmediated experience for youth to learn about and engage in political protest. However, we find that youth engagement, and especially unmediated youth engagement, is rare among advocacy digital spaces, though it varies by movement, SMO-affiliation, and age groups. Based on our findings, we argue that, rather than youth being primarily responsible for any alleged disengagement, the lack of online spaces offering opportunities for youth to take ownership of their own engagement likely discourages youth from participating in traditional political advocacy and renders the level of youth engagement an admirable accomplishment of young people.

Accessibility design over the past several years has focused much of its attention on the development of a universal standard or a set of guidelines for delivering a diverse array of both content and instructional processes. Universal design for learning (UDL), for example, promotes providing multiple means of (a) representation, (b) action and expression, and (c) engagement for learners who have a wide range of disabilities as well as their typical peers. And while each instructional design element that represents a means of providing the differentiation required by the principle generally has a strong evidence-based support individually, it is difficult to assess any one of them within the larger ULD “multiple means” milieu of options. It is especially difficult to do this in regard to learners associated with any particular disability category. When it comes to targeted instruction, learner characteristics matter. It follows then that when it comes to developing an instructional design, that the learning characteristics of a targeted population be first and foremost considered as the point of departure in the design and development process. This chapter considers a wide range of instructional targets within the context of specific disability groups with a focus on learning goals, instructional design supports for those goals, and underlying cognitive processes that may help clarify the goals themselves as well as the instructional supports to achieve those goals.

Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has largely come about as a result of the gradual extension of the ‘medical model’ of prospective ethics review to all research involving human participants over the last few decades. Often devolved to an administrator, the purpose of instruction in research ethics is sometimes reduced to form-filling techniques. While this may serve to facilitate researchers’ compliance with ‘auditable’ regulatory requirements, and to reassure risk-averse universities that they can demonstrate rigorous oversight, it does nothing to skill researchers in assessing the ethical implications of their own research. Mastering the skills to address and mitigate the moral dilemmas that can emerge during a research project involves more than having a pre-determined set of options for research practice. Changing their perception means enabling researchers to view themselves as ethical practitioners within a broader community of researchers. In this chapter we discuss the implementation of a university training programme that has been designed to improve both the moral character, and thus the moral competence of researchers. Using a virtue ethics approach, we employed case studies and discussion, backed up by provision of individualised advice, to help researchers to consider the moral implications of research and to improve their moral decision-making skills. Attendees reported greater engagement with the issues and increased confidence in facing ethical dilemmas in their own research.